Kristin A Sendur
Biographic Data
| ID | 9340362 |
|---|---|
| NAME | Kristin A Sendur |
| GIVEN NAMES | Kristin A |
| FAMILY NAME | Sendur |
| SIGNATURE | SENDUR K A |
| AFFILIATIONS | University of Amsterdam |
| ORCID | 0000-0003-4736-6766 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Historical reasoning in an undergraduate CLIL course
In a study of undergraduate L2 students participating in a Content and Language Integrated Learning historical reasoning course, we examined students’ changing performance on historical reasoning and how this was affected by their English reading and writing proficiency. Students engaged in written historical reasoning when answering a historical question by using sources and heuristics such as historical contextualization and corroboration. The …
Historical contextualization in students’ writing
Background : This study focused on undergraduate L2 students’ performance in written historical reasoning, particularly written historical contextualization, before and after participating in a historical reasoning course. The Content and Language Integrated Learning course was designed using a cognitive apprenticeship model and was based on principles likely to facilitate students’ written historical reasoning. Methods: Conducted as a quasi-expe…
Undergraduate L2 students’ performance when evaluating historical sources for reliability
Evaluating historical sources for reliability, an aspect of sourcing, is a key feature of historical reasoning. While well-studied among proficient and L1 students, the performance of L2 students and the role of their English proficiency is not as well understood. This study examines the oral and written historical reasoning of undergraduate L2 students when evaluating historical sources for reliability and writing with historical sources. In an …
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Historical contextualization in students’ writing
Background : This study focused on undergraduate L2 students’ performance in written historical reasoning, particularly written historical contextualization, before and after participating in a historical reasoning course. The Content and Language Integrated Learning course was designed using a cognitive apprenticeship model and was based on principles likely to facilitate students’ written historical reasoning. Methods: Conducted as a quasi-expe…
Undergraduate L2 students’ performance when evaluating historical sources for reliability
Evaluating historical sources for reliability, an aspect of sourcing, is a key feature of historical reasoning. While well-studied among proficient and L1 students, the performance of L2 students and the role of their English proficiency is not as well understood. This study examines the oral and written historical reasoning of undergraduate L2 students when evaluating historical sources for reliability and writing with historical sources. In an …
Historical reasoning in an undergraduate CLIL course
In a study of undergraduate L2 students participating in a Content and Language Integrated Learning historical reasoning course, we examined students’ changing performance on historical reasoning and how this was affected by their English reading and writing proficiency. Students engaged in written historical reasoning when answering a historical question by using sources and heuristics such as historical contextualization and corroboration. The …
Computer Science (3 works) · Contextualization (3 works) · Educator Training and Historical Pedagogy (3 works) · Linguistics (3 works) · Mathematics education (3 works) · Psychology (3 works) · Cognition (2 works) · Educational Strategies and Epistemologies (2 works) · Second Language Learning and Teaching (2 works) · Verbal reasoning (2 works)